Från lydnad till ansvar – Att lära sig AV undervisningsmiljön. En kvalitativ studie över hur skolmiljön påverkar eleverna utifrån ett socialt perspektiv

Sammanfattning: We have studied what teachers consider to be a good classroom environment, and how the environment affects the student from a social perspective. The purpose of this work is to find out how the school might affect students' social development. We have in the start reported how teachers portray their students' school environment. We have made this with the help of empirical data from focus group interviews with nine teachers from two Swedish schools. After that we have analyzed the material by means of research and literature. We finish the work to extract the most significant factors in the environment that may affect students from a social perspective on a larger scale. Teachers are at the societal conditions for the operation of a change process that contributes to greater democratization, gender equality and greater individual responsibility. What we studied is mainly how teachers can influence students individually from a social perspective. The results we find out with our study is that that the following factors in the environment that may affect the individual from a social perspective is: security, custom proficiency and participation in the creation of the environment. These factors may affect students' self-confidence, self-image and trust in society. Another central key point of this exercise is the concept of power in school. Keyword: social factors, school environment, social work, social development.